In today’s post-digital society, characterized by the pervasive presence of digital technologies in all spheres of life, the intersection between education and communication, known as educommunication, emerges as a crucial framework for fostering critical, engaged, and socially responsible individuals. This approach acknowledges the pivotal role of digital media in shaping attitudes, behaviors, and worldviews, particularly among younger generations. Educommunication not only integrates technological tools but also promotes participatory and reflective learning experiences that are essential for addressing complex social challenges, such as gender inequality. In this context, schools play a crucial role in helping students navigate the media-saturated environment and develop values of equality, respect, and inclusion.

This paper aims to explore how educational communication can be translated into effective pedagogical practice, with a focus on promoting gender equality. The aim is to identify real-world examples of successful initiatives, analyze their implementation processes, and generate practical insights and recommendations that can be adapted to other educational contexts. The paper also examines how these practices can impact students’ attitudes and contribute to a broader culture of gender justice.

The research adopts a qualitative approach, grounded in the case study method, with a focus on the European project Gender Equality Matters (GEM). Implemented in schools across Ireland, Greece, Italy, Croatia, and Spain, GEM aims to combat gender-based violence and promote equality through a whole-school strategy. The project involves students, teachers, and families in a collaborative process that combines classroom resources, teacher training, and community engagement. It uses storytelling, media production, and digital tools to facilitate dialogue and reflection on gender roles, stereotypes, and power dynamics.

The findings highlight the vital role of storytelling and digital media in engaging students and promoting empathy. By encouraging students to reflect on and share experiences through narrative and multimedia formats, GEM fosters critical awareness and emotional connection. Moreover, the project underscores the importance of involving families and equipping educators with the skills and confidence to address sensitive topics. In an era of shifting norms, rapid technological change, and increasing exposure to online content, educators face new challenges that require innovative, values-based pedagogical responses. Teacher training is shown to be a crucial component in ensuring the sustainability and impact of such initiatives.

In conclusion, the study affirms the transformative potential of educommunication as a method for promoting gender equality in schools. It demonstrates the value of combining theoretical frameworks with practical, action-oriented projects that speak to the realities of digital-native generations. Educommunication fosters the development of critical consciousness and the internalization of ethical values, making it a powerful tool for changing attitudes and behaviors. As future research, it is proposed to investigate how projects like GEM can be adapted and scaled across different educational and cultural contexts, ensuring their relevance and impact in diverse scenarios.

Keywords: Educommunication, Gender Equality, Storytelling, Post-Digital, Digital Media, Gen Alpha.